Social-Emotional Learning and Disabilities Specialist

Job Description

Job Description

JOB DESCRIPTION

Position Title: Social-Emotional Learning & Disabilities Specialist

FLSA Status: Exempt

Employment Status: Full-Time

Service Term: Permanent

Program/Department:

Education and Child Development/Thrive to Five

Location: Home office in Lancaster, travel to all classrooms throughout the county as needed.

Reports to:

Manager of Early Learning and Support Services

Number Supervised: 0

Job Summary:

The Social-Emotional Learning (SEL) and Disabilities Specialist is part of the Thrive to Five leadership team that provides leadership and support in the implementation of the vision of embedded program supports that promote equitable access and culturally responsive programming for all children, families, and staff in the area of Social-Emotional Learning and Disabilities.

Duties/Responsibilities:

Function 1: Classroom Supports and Coaching

• In collaboration with Early Learning Supervisors, provides coaching to staff in Thrive to Five programming around PBIS Universal/Foundational practices.
• Develop and support implementation of Positive Behavior Intervention Support Plans at the targeted and tertiary levels of the Thrive to Five Positive Guidance Procedures.
• Conducts observations, interviews staff and collects data on children’s challenging behavior to recommend classroom strategies for social skill teaching for targeted and tertiary behavior interventions.
• Develops specific social/emotional lesson plans for classroom instruction at the universal level of the Behavior Health system.
• Collaborate with Early Learning Supervisors to monitor and support implementation of PBIS plans at the universal, targeted, and tertiary levels of the Thrive to Five Positive Guidance Procedures.

Function 2: Social and Emotional Learning and Supports (PBIS Framework)

• Ensures the implementation of program-wide PBIS implementation.
• Interfaces with members of leadership to provide PD on related topics for program staff.
• Maintains and updates Thrive to Five Positive Guidance Procedures as needed and works with team members to train program staff on updates and changes.
• Coordinates with program supervisors, coaches, family supports team, and teachers to meet the behavioral needs of children with disabilities.
• Ensures that behavior/mental health assessment and instructional information are shared as children transition into, through, and out of the program.
• Documents and reports on outcomes for behavioral interventions delivered by Program Coach or County ELS.
• Participate in self-assessment and collaborate with leadership team to develop improvement plans.
• Evaluate social and emotional support data to evaluate overall performance of program staff.
• Develop partnerships with community mental health providers.
• Collaborate with Mangers of Early Learning & Support Services and Assistant Director of Early Childhood Instruction & Operations to ensure that Social and Emotional Learning is embedded into program curriculum and everyday classroom structures.
• Train and supports staff in the implementation of the program’s SEL curriculum as a support to the program’s overall Creative curriculum.

Function 3: Disabilities and Inclusion Supports

• Works with the Managers of Early Learning & Support and Assistant Director of Early Childhood Instruction & Operations to develop disabilities service plan that ensures full participation of children with disabilities, including allocation of resources, modification of classroom practices, equity of access to program services and curriculum, and support for teachers.
• Provides knowledge and oversight regarding PA requirements and timelines regarding IDEA services.
• Ensures coordination of disabilities services with health and nutrition, early childhood development, mental health, and (PFCE) Parent Family Community Engagement Framework.
• Works with Mangers of Early Learning & Support Services and Assistant Director of Early Childhood Instruction & Operations to ensure that curriculum practices reflect current knowledge of early intervention and disabilities.
• Works with the Mangers of Early Learning & Support Services and Assistant Director of Early Childhood Instruction & Operations coordinate and monitor screening, assessment and referral processes, ensuring coordination with LEA (Local Education Agency), timeliness of services and appropriate participation of families.
• Provides professional development supporting a framework for equity and individualization based on IEP goals and individual strengths and needs.
• Collaborates with Mangers of Early Learning & Support Services and Assistant Director of Early Childhood Instruction & Operations ensure that inclusive practices for children with disabilities are embedded into classroom planning, program curriculum and everyday classroom structures.

Function 4: Interagency and Community Engagement

• Collaborates with relevant inter-agency and community personnel and professionals, and identifies resources to ensure that all children, inclusive of children with disabilities and those that are dual language learners, have equitable access and opportunity to engage successfully in the program curriculum.
• Works to establish mutually respectful partnerships with local school systems to promote meaningful collaboration in the areas of teacher development, family engagement and transition to kindergarten.
• Works with colleagues in other CAP departments to develop professional development opportunities that address the needs of more than one department to efficiently use resources and to promote CAP’s values.

Function 5: Collaboration and Leadership

• Follows all Community Action Partnership/Thrive to Five policies and promotes the agency mission and values in one’s work and through interactions with others.
• Participates in program pre-service, mandated and ongoing professional development identified by assessment, interest and needs; develops own Professional Development Plan.
• Collaborates with other program and agency teams to ensure that approaches to support children and families’ Social and Emotional learning and individualized needs and identified disabilities are addressed and implemented at all appropriate program and agency levels.

*Performs other related duties as assigned.

Education and Experience:

Required:

• Bachelor’s degree in Early Childhood Education (ECE), Special Education, or related field.
• Two years of work experience related to the care and development of young children.

Preferred:

• Master’s degree in Early Childhood Education, Special Education, Curriculum and Instruction, or related field.
• Experience using adult learning principles, training adults, PQAS certified a plus

Required Skills/Abilities:

• Strong commitment to CAP leadership traits: justice, collaboration, compassion, and excellence.
• Excellent English communication skills, both verbal and written.
• Good reading comprehension for performance standards and program guidance.
• Effective group presentation skills.
• Excellent interpersonal service skills.
• Strong organizational skills and attention to detail.
• Excellent time management skills with a proven ability to meet deadlines.
• Strong analytical and problem-solving skills.
• Ability to prioritize tasks and delegate them when appropriate.
• Respect for cultural differences.
• Proficient with Microsoft Office, Outlook, online databases, assessment systems, and e-learning.
• Ability to work independently, take initiative, and exercise judgment.
• Flexible working hours and able to attend night and out-of-town meetings.
• Positive recommendation from previous employer/supervisor.
• PA Act 33 and 34 certifiable, FBI clearances, NSOR clearances.
• Valid driver's license and vehicle for travel to CAP sites and professional development.

*Travel Requirements: Up to 25% of total work time.

Work Environment and Physical Requirements:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. 

• General hours of work: on site at a location for a minimum of 30 hours per week.
• Travel throughout the county to classrooms, homes, meetings, trainings, and conferences.
• Occasional travel outside of the county.
• Work offsite with guidance and direction from direct supervisor.
• Move and transport 25-to-50-pounds with the assistance of a wheeled cart.
• Perceive, observe, direct, and assess staff and students at varying distances.
• Traverse and navigate the classroom environment and position oneself to participate in activities.
• Perform office functions such as maintaining a stationary position and operating a computer.

Statement of Commitment to Accountability

Community Action Partnership of Lancaster County is committed to providing and maintaining a culture of accountability at every site, every day, and in every word, action, and program delivered by each employee.

Equal Employment Opportunity

CAP provides equal employment opportunities to all qualified individuals without regard to race, gender, disability, ethnicity, religion, sexual orientation, national origin, age, citizenship, veteran status or genetic information.

Americans with Disabilities Act

Applicants as well as employees who are or become disabled must be able to perform the essential duties and responsibilities either unaided or with reasonable accommodation. The agency shall determine reasonable accommodation on a case-by-case basis in accordance with applicable law.

As an employer, CAP complies with the Pregnancy Workers Fairness Act (PWFA) and follows the applicable procedures ensuring employees are provided with the rights, protections, and reasonable accommodation required by law.